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    New media and living environment

    Videos anytime, anywhere and on almost any topic. Up-to-date information about current events, promptly and mostly free of charge. Interviews as so-called podcasts to listen to and download. Hardly any other medium offers such an abundance of entertainment options such as on F9news, as the Internet. But how do people over the age of 60 use these diverse opportunities on the Internet, and how can educational events help to show older people entertainment opportunities on the Internet? Over 50 percent of people over the age of 60 are online.

    Why older people use the Internet functionally

    Reasons for less use of entertainment on the Internet by older people have various aspects. One of the main reasons is the close ties that older people have with traditional mass media such as television, radio and newspapers.

    While younger groups of people, for example people between the ages of 14 and 29, fully agree with 41 percent of the statement “The Internet is more important to me than television, radio, newspapers and magazines”,reported 4besnews. Year-olds just six percent.

    This difference illustrates the importance of (entertainment) media in the worlds of different age groups. The reasons for these differences can be found in the respective media biographical characteristics. The expected horizons associated with these imprints, For example, the question of whether a medium can satisfy the need for entertainment is decisive for turning to it. In principle, it can be assumed that media and media offers are in direct competition with one another and are selected on the basis of personal and social needs and expectations.

    If you haven’t learned in your biography that the Internet can also be an entertainment medium, you won’t perceive it that way at first. that media and media offers are in direct competition with one another and are selected on the basis of personal and social needs and expectations.

    If you haven’t learned in your biography that the Internet can also be an entertainment medium, you won’t perceive it that way at first. that media and media offers are in direct competition with one another and are selected on the basis of personal and social needs and expectations.

    If you haven’t learned in your biography that the Internet can also be an entertainment medium, you won’t perceive it that way at first.

    Get to know the entertainment possibilities of the internet

    Another aspect of the rather low rate of use of media entertainment options on the Internet by people over the age of 60 is to be found in the forms of use that are foreign to this group of people. Studies in educational events such as the Silver Surfer seminar series show that usage conventions, for example from video portals likeYoutube or Vimeo were hardly known to older online users. Although the majority of the seminar attendees were generally familiar with video platforms, only a few participants were aware of their specifics, such as open, non-linear platforms for private videos and without an editorial structure. As a result, they often did not know how to use the platforms, so they simply lacked access to this form of entertainment. Particularly significant here was the reversal of the principle of the passive recipient, who is presented with a structured and linearly arranged program, to an active recipient who has to choose what content he is looking for and is “forced” to (inter-) active action. This is often also associated with

    Last but not least, internet-based entertainment options compete with ritualized forms of media use. The newspaper at the breakfast table, the radio while doing housework or the daily news in the evening: media rituals are deeply rooted in the lives of older people and thus also help structure the day.

    Consequences for teaching practice

    So that older online people can get to know the Internet as an entertainment medium, educational events should open up opportunities to deal with various entertainment services in a playful way. The focus here can also be on trying out other forms of use. Using the YouTube video platform, for example, previously unknown usage conventions can be clarified. Searching for videos about your own hobby, researching moving images from your own city or watching funny video formats helps to understand how the use of video platforms works. The same applies to television broadcasters’ media libraries. Anyone who has understood how to search for the missed program from yesterday in the media library will also be able to access it as required. It shows that the communication of this (online) knowledge in the course should always focus on the connection to the meaning and relevance of this for the living environment in addition to pure information.

    Because only the immediate use of this knowledge makes the lifeworld probable. Specifically: Anyone who has missed a program that is relevant to them and knows how and where they can watch it at any time on the Internet will most likely do so in the future. The reduction of possible fears of contact with computer technology is particularly important here. In courses, there should therefore also be space for playful and informal use of Internet content. At the same time, participants should have the opportunity to exchange experiences with one another. This helps

    Conclusion

    Older online users tend to use the Internet in a more use-oriented manner. The focus here is on information and communication services such as e-mails, search engines or online reference works such as Wikipedia . The use of entertainment such as video platforms and libraries are used significantly less often in comparison. However, this difference in usage cannot be explained by the general disinterest of these groups of people. Rather, everyday media routines in connection with traditional mass media such as television compete with online-based services. At the same time, it has been shown that usage conventions for online services are not self-explanatory and that educational events also play an important role in the participation of older online users in internet-based entertainment. You should also clarify the direct benefit and thus the importance of the added value of an online offer. Because only then can expectations be built up,

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